Faksi Rana Al-Kahfi, Pupung Purnawarman, Joko Suprapmanto, Irwan Azhari, Muhammad F. Irwan, Indrie S. Lestari
This systematic literature review examines the role of mobile-based learning (MBL) in fostering learner autonomy among tertiary EFL students. Analyzing studies from January 2010 to April 2024 using the PRISMA methodology, it synthesizes findings from 24 selected studies sourced from Scopus, ERIC, and Emerald. The review highlights how MBL enhances autonomy through flexible learning environments, personalized experiences, and interactive platforms that support goal setting, self-monitoring, and reflection. Additionally, MBL aids in developing critical thinking and problem-solving skills. However, challenges such as technological barriers, digital literacy gaps, and potential learner isolation are noted. Despite these limitations, the evidence suggests MBL positively influences learner autonomy, engagement, and motivation. The review offers insights for educators and policymakers on integrating mobile technologies into EFL instruction and calls for further research on long-term impacts and strategies to address existing challenges. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of English Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department of Elementary School Teacher Education, Nusa Putra University, Sukabumi, Indonesia
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